Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators' application of this complex concept.